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Dr YEUNG, Patcy P.S.

Personal Particulars

Dr YEUNG, Patcy P.S.

楊佩詩

B. Soc. Sc. (HKU), M. Phil. Psychology (HKU), Ph. D., Psychology (HKU), Postgraduate diploma in Education (HKU)

Associate Professor

Director of Centre for Advancement in Inclusive and Special Education

Division of Learning, Development and Diversity

Tel: (852) 3917 4446

Location: Room 515, Meng Wah Complex

Areas of Expertise:

Literacy Acquisition and Developmental Dyslexia

Areas of Expertise

Teaching Areas:
Learning and learning difficulties; Catering for students with diverse learning needs; Early childhood special education

Research Interests:
Literacy acquisition; Developmental Dyslexia 

Projects
  1. 'An investigation of the cognitive-linguistic factors contributing to Chinese writing development among typically developing children and children with developmental dyslexia in Hong Kong'. Research Grants Council, Early Career Scheme. Principal Investigator. (2013 – 2015).
  2. 'The acquisition of stroke sequences in writing Chinese characters'. Faculty of Education, Faculty Research Fund. Principal Investigator. (2012 – 2013).
  3. 'Developing Collaborative Culture for Professional Learning'. Faculty of Education, Teaching Development Grants (TDG). Co-investigator. (PIs – Dr. Ora Kwo and Dr. Dennis Fung). (2012 – 2014).
  4. 'Affective-motivational factors important to Chinese writing development among students in primary and secondary schools in Hong Kong'. The University Research Committee, Seed Funding Programme for Basic Research. Principal Investigator.  (2013 – 2015).
  5. 'Cognitive-linguistic skills important to Chinese text writing among beginning writers'. The University Research Committee, Seed Funding Programme for Basic Research. Principal Investigator. – projected completed in 2013.
Publications
Journal articles and book chapters
  1. Yeung, P.-S., Ho, C. S.-H., Chan, D. W.-O., & Chung, K. K.-H. (in press). What are the early indicators of persistent word reading difficulties among Chinese readers in elementary grades? Dyslexia.
  2. Lo, L., Yeung, P., & Yuen, M. (2013). Perception of educators and parents of students with disabilities concerning the special education process in Hong Kong. CAISE Review. doi:10.12796/caise-review.2013V1.004
  3. Yeung, P.-S., Ho, C. S.-H., Chan, D. W.-O., & Chung, K. K.-H. (2013). Contribution of oral language skills, linguistic skills, and transcription skills to Chinese written composition among fourth-grade students. Discourse Processes, 50, 498-529.
  4. Yeung, P.-S., Ho, C. S.-H., Chan, D. W.-O., & Chung, K. K.-H. (2013). Modeling the relationships between cognitive-linguistic skills and writing in Chinese among elementary grades students. Reading and Writing: An Interdisciplinary Journal, 26, 1195-1221.
  5. Yeung, P.-S., Ho, C. S.-H., Chan, D. W.-O., Chung, K. K.-H., & Wong, Y.-K. (2013). A model of reading comprehension in Chinese elementary school children. Learning and Individual Differences, 25, 55-66.
  6. Yeung, P.-S., Ho, C. S.-H., Wong, Y.-K., Chan, D. W.-O., Chung, K. K.-H., & Lo, L.-Y. (2013). Longitudinal predictors of Chinese word reading and spelling among elementary grade students. Applied Psycholinguistics, 34, 1245-1277.
  7. Chik, P. P.-M., Ho, C. S.-H., Yeung, P.-S., Chan, D. W.-O., Chung, K. K.-H., Luan, H., Lo, L.-Y., & Lau, W. S.-Y. (2012). Syntactic skills in sentence reading comprehension among Chinese elementary school children. Reading and Writing: An Interdisciplinary Journal, 25, 679-699.
  8. Chik, P. P.-M., Ho, C. S.-H., Yeung, P.-S., Wong, Y.-K., Chan, D. W.-O., Chung, K. K.-H., & Lo, L.-Y. (2012). Contribution of discourse and morphosyntax skills to reading comprehension in Chinese dyslexic and typically developing children. Annals of Dyslexia, 62, 1–18.
  9. Ho, C. S.-H., Wong, Y.-K., Yeung, P.-S., Chan, D. W.-O., Chung, K. K.-H., Lo, S.-C., & Luan, H. (2012). The core components of reading instruction in Chinese. Reading and Writing: An Interdisciplinary Journal, 25 (4), 857-886.
  10. Yeung, P.-S., Ho, C. S.-H., Chik, P. P.-M., Lo, L.-Y., Luan, H., Chan, D. W.-O., & Chung, K. K.-H. (2011). Reading and spelling Chinese among beginning readers: What skills make a difference? Scientific Studies of Reading, 15, 285–313.

 

Others:
  1. Ho, C.S.H., Leung, K.N.K., Yeung, P.S., Chan, D. W., Chung, K. K. H., Tsang, S.M., & Lee, S.H. (2011). The Hong Kong Reading Ability Screening Test for Preschool Children. Hong Kong: Hong Kong Specific Learning Difficulties Research Team.  
Professional Community Services

(2013 - present) Director of The Centre for Advancement in Inclusive and Special Education (CAISE)

(2011 - 2013) Deputy Director of The Centre for Advancement in Inclusive and Special Education (CAISE)

(2012 - 2013) The honorary advisor for The Society of Boy’s Centres's "Project services of Special Learning difficulties"

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